RESILIENCE IN EDUCATION: A QUALITATIVE INQUIRY INTO THE

COPING MECHANISM OF PRACTICE TEACHERS AT MAKILAS NATIONAL

HIGH SCHOOL

_________________________

A Research
Presented to the
Faculty of the Secondary School
Makilas National High School
Makilas, Ipil, Zamboanga Sibugay

_________________________

In Partial Fulfillment of the Requirement for Practical Research 1 for Academic Track
Humanities and Social Sciences Strand
________________________

by:

Group 2- DREAMERS
March 2024
 ii

ABSTRACT

Identifying the difficulties of practice teachers and their coping mechanisms during their

practicum at Makilas National High School led the proponents of this study to conduct

qualitative research aimed at identifying their strategies for overcoming these problems. Four (4)

practice teachers from AMMC and three (3) from WMSU were the respondents of this study. A

phenomenological research design was utilized to determine how participants in a situation

perceive and experience a phenomenon. A structured interview was employed to gather the

research data. Results showed that the difficulties faced by practice teachers included adapting to

the environment, creating engaging activities, establishing themselves, and preparing for a career

as an educator. This study concludes that despite these difficulties, practice teachers were able to

cope successfully and had a worthwhile practicum experience at Makilas National High School.

They also shared their strategies for coping with their difficulties and had a successful practicum

experience.

Keywords:, coping Practice Teachers mechanism, student-teacher difficulties.

 iii
ACKNOWLEDGEMENT

Our research wouldn't have been successfully completed without the help of the people

around us, who willingly taught us and put in effort throughout our study. We would like to

extend our gratitude and sincere appreciation as researchers for the unending support, help, and

motivation.

We would like to thank our Practical Research adviser, Sir Ronnel P. Galvano, who was

with us throughout our research study, providing comments, guidance, and support to help us

accomplish this study.

We would like to express our gratitude to our esteemed Principal II, Ma'am Daisy R.

Velasco, for her invaluable guidance and support in our research study.

We would like to extend our deepest appreciation to our validator, Ma’am Liezle Sia-

Arandia who put effort and time to validate our research papers.

We are grateful to the respondents for spending their time answering the interview of our

study.

We deeply appreciate our parents, sisters, and brothers for their support and

encouragement throughout our research study.

We also thank Almighty God for His grace and strength in helping us complete this

research.
 iv

TABLE OF CONTENTS

Title Page i

Abstract ii

Acknowledgement iii

Table of Contents iv

CHAPTER

1 INTORDUCTION

Background of the Study 1

Statement of the Problem 3

Significance of the Study 3

Scope and Delimitation 5

CHAPTER

2 THEORETICAL FRAMEWORK

Relevant Theories 6

Review of Related Literature 10

Review of Related Studies 13

Conceptual Framework 25
 Definition of Terms 26

CHAPTER

3 METHODS

Methods and Techniques 28

Population of the Study 29

Research Instrument 29

Construction and Validation of the Instrument 29

Data Gathering 30

Data Analysis 30

CHAPTER

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA 34

Thematic Analysis 45

Composite Description 53

CHAPTER

5 THEMATIC IMAGES 55

Eidetic Insight 57

Recommendation 58
 1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The International and Australian Journal of Rural Education (2002) states that teacher

training programs assist prospective teachers in enhancing their knowledge, skills, and conduct

to be effective educators in schools. This involves incorporating a practical component known as

school-based practicum into their academic preparation. Through this practicum, students

acquire supervised experience to comprehend all aspects of a teacher's [Link] Education

Institutions (TEIs) in the Philippines are crucial for elevating the country's educational quality.

Pre-service Education of Teachers (PET) and In-Service Education of Teachers (INSET)

are two of the Teacher Education Initiatives (TEIs) that have formed strong partnerships with

important stakeholders like the Commission on Higher Education (CHED), Professional

Regulations Commission (PRC), Department of Education (DepEd), and Civil Service

Commission (CSC) to adapt to the changing societal landscape influenced by technology and

globalization. To maintain the teaching profession's alignment with the ever-changing

requirements of society, this collaboration seeks to improve pre-service and in-service training

(Collantes2021,45-62).
 2

Furthermore, to graduate with a degree in education, college students who work as

practice teachers (PTs) supervise professional instructors. It involves applying the teaching

strategies and

techniques that the student-teacher studied in college. Student-teachers are allowed to hone their

craft during teaching practice before entering the actual teaching field (Ebrahim, et al, 2017).

According to the Tripoli University Faculty of Education, the teaching practice program's

objectives are to provide student teachers with an opportunity to use the knowledge and skills

they have acquired in prior semesters, evaluate their potential as educators, and provide them

with helpful feedback. The curriculum also attempts to provide future educators with practical

classroom experience so they may learn how to manage different circumstances and discipline

problems.

In addition, before becoming full-fledged teachers, those in training use various strategies

to deal with the stress they encounter, especially during practice teaching. These methods help

them handle stress better (Caspersen & Raaen, 2014). According to Mapfumo et al. (2012), some

of these strategies include changing how they think about things, giving themselves instructions,

building support networks, improving their social skills, talking to supervisors and experienced

teachers about what's stressing them out, staying physically active, finding ways to relax,

avoiding stressors when possible, seeking help from friends and family, reading, staying active,

pursuing hobbies, meditating, eating well, and sometimes turning to alcohol. They also

sometimes cope by spending time with loved ones, attending religious events, making time for

fun, taking breaks from work, and using discipline with students.
 3

This study aims to determine how resilient practice teachers at Makilas National High

School are, how they manage stress, and how these things connect to their professional

development.

The researchers are particularly interested in the difficult parts of their first teaching

assignments at Makilas National High School, the coping strategies they have employed, how

they handle the pressures of both work and education and how they manage a large class of

students. The researchers also discovered through this study the obstacles the practice

teachers encountered and the relevant factors throughout their first teaching experience.

Statement of the Problem

This study aims to determine the difficulties encountered by the Practice Teachers in their

practicum at Makilas NHS. Specifically, it will answer the following questions:

1. What difficulties do Practice Teachers at Makilas National High School face?

2. What are the strategies do they use to overcome their difficulties?

3. What factors affect their coping mechanism?

4. How do the personal and work experience of Practice Teachers at Makilas National High

School contribute to their ability to bounce back and stay strong in the face of the tough

aspects of their teaching roles?

Significance of the Study

 The purpose of this study is to ascertain the challenges that the Practice Teachers faced

during their practicum experience at Makilas National High School, and how they overcame

them.

As such, the results would be of great significance to people such as Practice Teachers,

Teachers, Principals, Government, and Future Researchers.

Practice Teachers. The result of this study can provide invaluable knowledge to the

larger educational community by sharing their experiences and coping strategies. Future

generations of educators will benefit from their views, which can guide best practices for

promoting teachers' resilience and well-being.

Teacher. They will gain much knowledge from the study's findings that will enable them

to manage their practice teachers more skillfully. They may encourage a culture of resilience and

continuous improvement at the school by sharing their experiences and lessons with others.

Principal. The result of this study may have a significant influence on principals, enabling

them to apply strategies to practice research and provide opportunities for teachers to share best

practices and incorporate useful coping mechanisms into their work.

Governments. Create strategies and execute focused support programs by learning about

the coping mechanisms used by practice teachers. This will help to guarantee that all practice

teachers have access to the tools and resources they require to succeed.
 Future Researchers. They will get greater information about the coping mechanisms

Practice Teachers encounter from this study, which will help them in the future by equipping

them with knowledge and insights into this issue.

Scope and Delimitation

This study focuses only on the Practice Teachers at Makilas National High Shool in their

practicum. This qualitative research will use a phenomenological research design. Utilizing a

phenomenological design, data will be collected using interviews.

This goal is to comprehend and practice teachers' life experiences, perceptions, and coping

strategies. This study has the limitation that it is exclusively intended for practice teachers

teaching at Makilas National Hgih School and not for practice teachers teaching outside of the

school.

The variables included in the study are the difficulties experienced by practice teachers in

their practicum experiences, the strategies they use to overcome these difficulties, and the factors

that affect their coping mechanisms.

The study will be conducted at Makilas NHS, and the respondents for the questionnaire

will be seven (7) practice teachers.

 6

CHAPTER II

THEORETICAL FRAMEWORK

This chapter presents the relevant theories, related literature and related studies,

conceptual framework, and definition of various relevant terms used in the study.

Relevant Theories

The present study was conceptualized from the theories advocated by Kolb (1939),

Experiential learning, Lev Vygotsky's (2008) Constructivism Theory, and Jean Pigeat’s (2020)

Cognitive Learning Theory.

According to (Kolb 1939), experiential learning involves utilizing participants'

experiences in a repeated process to acquire knowledge. This process encompasses setting goals,

thinking, planning, trying out new things, reflecting, observing, and reviewing. Through

engaging in these activities, learners construct their understanding in a personalized manner,

encompassing cognitive, emotional, and physical elements of learning. Other examples of well-
established experiential learning methods include cooperative education, internships, and service

learning.

Kolb (1939) defines an internship as typically a temporary position, potentially paid or

unpaid, that focuses on providing on-the-job training, and an apprenticeship. Interns are

commonly college or university students, although they can also be high school students or

adults looking to develop new career skills. Internships provide opportunities to gain practical

experience in the field, explore career interests, establish professional connections, and

sometimes earn academic credits.

Kolb (1939) further explains that service learning is an educational approach that

combines meaningful community service with instruction and reflection to enhance learning,

foster civic responsibility, and empower communities by addressing their needs. Because of its

integration with academic content and its role in student development, service learning is

frequently incorporated into school and college curricula and can also be facilitated by

community organizations.

Experiential learning theory explains how learners gain knowledge from their own

experiences. This is especially important in understanding how practice teachers at Makilas

National High School deal with difficult situations during their practicum. These teachers use

what they've learned in the past to handle challenges, and they adapt their methods based on

what works best. Each practice teacher has their way of doing things, shaped by their

experiences, teaching styles, and the specific problems they encounter. Experiential learning

theory also emphasizes the importance of combining theoretical knowledge with real-world
application, which is exactly what these practice teachers do by blending their training with

practical teaching experiences. Moreover, internships are highlighted as a valuable method for

practice teachers to gain hands-on experience and explore their career interests further.

Another theory that has a bearing on the present study Vygotsky (2008), Constructivism

Theory, he believed that learning is best when we talk and work with others. When we share

what we know, we can change and improve how we think to fit in with what everyone else

thinks is right.

He also said that our culture, the way we live and do things, has a big impact on how

smart we become. He thought that when we're born, we already know some basic things in our

heads, but we get better at them when we spend time with other people.

In addition, he also tackled about having someone who knows more than us, like a

teacher, to help us learn and understand more. Ideas can help researchers explore how practice

teachers, who are likely involved in guiding and supporting students' learning, cope with

challenges and setbacks in their teaching roles. Emphasized that learning is enhanced through

social interactions, such as those between teachers and students, where knowledge is shared and

adapted to fit social norms. Furthermore, Vygotsky (2008) concept of the "More Knowledgeable

Other" could be relevant to understanding how practice teachers seek support and guidance from

experienced colleagues or mentors to improve their teaching practices and cope with the

demands of their profession. By examining how these coping mechanisms are influenced by
social interactions and cultural factors, researchers can gain insights into how resilience is

fostered and maintained among practice teachers in the educational context of Makilas NHS.

Cognitive theory Piaget (2020), focuses on how people think and learn. It highlights the

importance of both internal thoughts and external factors in the learning process. Early scholars

like Plato and Descartes laid the groundwork for studying cognition, leading to further research.

Piaget's theory emphasizes how our surroundings and internal thoughts impact learning. It

consists of various aspects that examine different parts of learning.

It teaches that understanding our thoughts helps us control them better, which improves

learning. This theory benefits students by teaching them effective learning methods.

Teachers can help by encouraging questions, accepting mistakes, and discussing students'

thoughts. These practices help students understand their thinking process and improve their

learning abilities.

This theory helps us understand how individuals, particularly practice teachers, think,

learn, and adapt to challenges. It provides insights into how these teachers utilize cognitive

processes to cope with stress and adversity in their roles. Piaget (2020) emphasis on

understanding one's thoughts and the role of social interactions in cognitive development can

help researchers explore how practice teachers develop effective coping strategies and resilience

in the demanding educational environment of Makilas National High School.

The theories of Experiential Learning, Constructivism, and Cognitive Theory are

essential for understanding how practice teachers at Makilas National High School handle

challenges and develop resilience. Experiential Learning Theory, proposed by Kolb (1939),
emphasizes learning through real-life experiences, similar to how interns gain practical skills.

Constructivism Theory, developed by Vygotsky (2008), highlights the importance of social

interactions and mentorship in learning, reflecting how practice teachers seek guidance from

experienced colleagues. Lastly, Cognitive Theory, outlined by Piaget (2020), emphasizes

understanding our own thoughts and having open discussions with students to improve teaching

methods.

These theories provide insight into how practice teachers navigate challenges and adapt

during their practicum at Makilas National High School. By utilizing these theories, practice

teachers can address challenges more effectively and enhance their teaching methods.

10

This aspect is crucial for the study as it contributes to improving the teaching abilities of

practice teachers and fostering resilience during their practicum.

Review of Related Literature

This review focuses on resilience in education, specifically examining the coping

mechanisms utilized by practice teachers at Makilas National High School. Through a qualitative

inquiry, this study delves into the strategies employed by practice teachers to navigate challenges

and enhance their teaching efficacy during their practicum.

Difficulties of Practice Teachers

During their training to become teachers, future educators go through a range of feelings

that greatly impact how they learn, their dedication to teaching, and their overall well-being in

school Yuan & Lee (2015). These emotions affect their ability to learn professional knowledge
and teaching skills effectively, shape their view of the teaching profession, and determine how

they take care of their well-being while in teacher training. Research on forming a teacher

identity has not paid enough attention to how aspiring teachers shape their identities by dealing

with various emotions during their practical teaching experience.

Additionally, Mongata (1984) studied the issues encountered by student teachers at

Pangasinan State University. Some of the key problems include maintaining student engagement,

asking questions that promote critical thinking, effectively communicating in the language of

instruction, identifying student mistakes, emphasizing essential subject matter points, and

helping students articulate their learning.

11

Moreover, Copland, et al. (2014) identified large class sizes as a prevalent challenge

encountered by numerous practice teachers globally, which leads to difficulties in class

management.

Strategies in Overcoming Difficulties

Heikonen et al. (2017) conducted interviews with 31 student-teachers during their

teaching practicum, using stimulated recall (STR) interviews to gather information. These

interviews focused on identifying challenging and empowering moments for the student-teachers

during their lessons. The results showed that in challenging classroom situations, student-

teachers tended to react immediately based on behavior, whereas in empowering situations, they

used more thoughtful and proactive strategies in both their thinking and actions. Using proactive

cognitive strategies led to more positive and meaningful experiences for student-teachers,
encouraging them to employ a broader range of proactive strategies in the classroom. The study

suggests that teacher education programs should provide opportunities for student-teachers to

engage with real-world situations that promote proactive strategies, as this can significantly

benefit their teaching skills.

Rosenfeld et al.(1999) point out that recent studies have been focusing on two main

strategies for coping with individual stress: physical and psychological approaches. Physical

strategies include activities such as exercise and maintaining a healthy diet, while psychological

strategies involve building support networks within the organization, planning, developing

alternative solutions, taking breaks, practicing meditation, and participating in relaxation

training.

Additionally, Mahmoudi (2016) underscores the importance of recognizing the coping

strategies used by pre-service language teachers to manage stress. Providing opportunities for

these teachers to utilize and enhance these coping mechanisms during their practicum sessions is

crucial.

12

Mahmoudi (2016) also suggests that universities should prioritize the practical aspects of

the practicum in their teacher education programs.

Factors in Coping Mechanism

A research investigation into stress and coping techniques among student teachers

presents effective approaches to reduce stress and improve coping abilities. It underlines the

significance of recognizing stressors and providing support to enhance coping skills (Paquette &

Rieg, 2016). Furthermore, it emphasizes the necessity of prioritizing the psychological

preparedness of student teachers in dealing with stress.

 Moreover, open communication with mentors or supervisors regarding stressful situations

is recommended as a valuable coping strategy Paquette [Link] (2016). They advocate for coping

methods like regular exercise, healthy eating, relaxation practices, and moderate alcohol

consumption while advising caution against excessive drinking due to its adverse effects.

Additionally, the study highlights the importance of self-regulating emotions as a crucial

coping mechanism for novice teachers in managing the emotional aspects of teaching Paquette

[Link] (2016). It stresses the need for student teachers to cultivate emotional balance and effective

management of relational work within teaching contexts. These insights are aimed at equipping

student teachers with effective coping strategies to navigate challenges during their teaching

practice and foster positive teacher identity development.

13

Review of Related Studies

This study explored research from both local and foreign sources about the challenges

encountered by practice teachers, the strategies used to overcome these challenges, and the

factors involved in coping mechanisms.

International

Lee, J. H. (2021) conducted a study at Troy University, Alabama, USA, titled

"Challenges of Internationally Educated Teachers in the U.S. Public School System." This study
explored stress and coping methods among student teachers. It found effective ways to reduce

stress and improve coping skills by identifying stressors and offering support for enhancing

coping abilities. The study highlighted the importance of addressing psychological readiness in

dealing with stress among student teachers. It suggested open communication with mentors or

supervisors as a valuable coping strategy and recommended coping techniques such as regular

exercise, healthy eating, relaxation practices, and moderate alcohol consumption while

cautioning against excessive drinking due to its negative impacts.

Moreover, the study emphasized the significance of self-regulating emotions as a crucial

coping mechanism for novice teachers in handling the emotional aspects of teaching. It stressed

the need for student teachers to develop emotional balance and effectively manage relational

work within teaching contexts. These insights aimed to equip student teachers with effective

coping strategies for navigating challenges during their teaching practice and promoting positive

teacher identity development.

14

The researchers study supports Lee’s findings that managing emotions is crucial for

practice teachers to handle the emotional challenges of teaching. By developing these skills,

practice teachers can better deal with the difficulties they encounter. This not only helps them

manage stress but also strengthens their teacher identity. These insights are the basis of the

researchers study, showing how important it is to give practice teachers effective strategies to

become more resilient and successful in their roles.

 Bechuke et al. (2020) found that university supervisors who oversee student teachers are

not consistent in their responsibilities. They found that many lecturer supervisors don't visit

schools regularly, especially those in remote areas far from the university. This lack of visits

means some student teachers never meet university assessors, which is crucial for their success

during teaching practice.

According to Galana, H. et al. (2023) in their study titled "Factors influencing the quality

and success of student teachers during their practical training in selected colleges in Oromia,

Ethiopia," supervisors highlighted several issues. Firstly, both mentors and supervisors were not

consistently providing support and follow-up. Secondly, student teachers lacked subject

knowledge and teaching skills. Thirdly, mentors were not eager to share experiences and assist

student teachers. Fourthly, there was a lack of coordination between mentors and supervisors.

Furthermore, transportation challenges, overcrowded schools with many student teachers,

and assigning too many student teachers to one supervisor all contributed to a decrease in the

quality and success of student teachers' practical training.

15

Additionally, Pakpahan, E. (2023) a scholar at Universitas Prima in Indonesia, researched

the "Challenges faced by Pre-service Teachers during their teaching Practicum." This study

revealed that teaching involves various obstacles, both internal and external. External challenges

stem from issues such as student motivation and inadequate facilities, while internal challenges

arise from difficulties in managing classrooms and achieving high levels of teacher proficiency.

Another study titled "Common Problems Faced by Student Teachers in their Teaching
Practicum" conducted by Astika, I. (2022) at Universitas Kristen Satya Wacana in Indonesia

highlighted that student teachers encounter challenges related to teaching their students and

learning how to navigate various challenges during their teaching practicum.

These challenges include student-teacher issues, student issues, mentor issues, and

systemic or educational context issues. The study observed that student teachers often lack clear

guidance and information regarding the teaching practicum and how to handle the complexities

of teaching in a real classroom setting for the first time.

This lack of preparation can lead to feelings of apprehension and uncertainty, hindering their

ability to effectively engage in the teaching and learning processes during the practicum.

Additionally, a Kham, B. (2022) study on the experiences of “International Students in

Practicum and Internship Courses at California State University Sacramento highlighted a range

of challenges faced by international practice teachers. These challenges included language

barriers, limited understanding of the American counseling system, difficulties in establishing

relationships with peers, clients, and supervisors, encountering unwelcoming responses due to

racial or ethnic diversity, issues with time management, and difficulties in identifying suitable

interventions.

16

Consequently, to enhance the counseling self-efficacy of international students during

their practicum/internship and improve training outcomes, counselor preparation programs

should actively address expected anxieties and challenges during the preparation phase (e.g.,

orientation or prerequisite training) of the practicum/internship. Reflecting on their challenges

during the practicum/internship, participants noted that their counseling practices were
influenced by this cultural shift, resulting in changes in how they viewed themselves and their

counseling abilities.

In a study conducted by He, Y., & Cooper, J. (2020) titled "Struggles and Strategies in

Teaching," researchers followed participants from their teacher education program through their

first year of teaching.

They observed that when participants encountered challenges in teaching, they developed

various strategies such as learning from their students to enhance motivation in content learning,

using assignments, observations, and class discussions to better understand students and their

families, maintaining enthusiasm by focusing on positive experiences like student achievements

and parental appreciation and adopting personalized stress management techniques.

Furthermore, participants developed individual coping mechanisms to unwind after

stressful days. For example, Ellen and Karen found comfort in sharing their experiences with

others, while Bill preferred unwinding by playing video games at home.

17

McDonald, L. (2020) her thesis titled "Assessment of student teachers on practicum:

Building and Promoting Self-regulatory Practices" looked into three main areas: how teachers

build relationships with mentors, how they learn to manage their learning, and the roles of
different teachers in grading. The study found that discussions and grading practices between

teachers and students helped students learn to manage their learning better.

The four main teachers appreciated the help from mentor teachers, which made student

teachers feel more confident and able to reflect on their learning. During the phase where they

checked their progress, student teachers used strategies to improve in their tasks, checked if those

strategies were effective, and stayed motivated to finish their work.

They also listened to feedback from teachers and mentors and used it to improve. In the

phase where they reflected on their performance, student teachers thought about what went well

and what didn't, and they received advice on what to do next during their discussions with

teachers. This study demonstrates that when teachers communicate and receive feedback from

each other, and when they learn to manage their learning, they can handle challenges more

effectively.

In the Alkhawaldeh et. al (2023), research study titled "Stress Factors, Stress Levels, and

Coping Mechanisms among University Students," it was discovered that students who resort to

avoidance coping strategies like substance abuse or denial tend to experience more stress

compared to those who employ positive coping strategies such as seeking social support or

engaging in physical activity.

18
 This indicates that how students handle stress can significantly impact their stress levels

and overall well-being. Amirkhan (2023) conducted a factor analysis on coping strategies during

stressful situations and identified three strategies known as the Amirkhan (2023) tripartite model

of coping strategies. These include seeking support, problem-solving, and avoiding facing the

problem. Various studies have explored the effectiveness of these coping strategies in different

student populations globally.

Although stress among students is well-documented, there is a lack of research on the

tripartite model among tertiary education students. Unmanaged stress and distress can

profoundly affect students' lives, leading to a lower quality of life, overall dissatisfaction, and

mental health issues such as sleep disturbances, headaches, and depression. A systematic review

revealed that students reporting higher stress levels tend to have lower academic performance

and are more likely to miss classes.

Mahmoudi, F. (2020) research at Cukurova University in Turkey explored the topic of

"Practicum Stress and Coping Strategies of Pre-service English Language Teachers." They

conducted interviews and observed practice teachers in classrooms for approximately 32 hours.

Each practice teacher gave two important presentations during this time.

The researchers transcribed the interviews and categorized similar themes to understand

the stressors faced by practice teachers and how they managed them. Comparing the interviews

with classroom observations helped ensure the accuracy of the findings. For instance, when a

practice teacher tried using rewards, it resulted in more challenges in managing the class because

students started expecting rewards for every correct answer.

19
 On the other hand, using technology such as videos or music helped practice teachers

handle stress related to classroom issues, time management, and student engagement. Planning

detailed lessons and incorporating enjoyable activities also proved effective in addressing

challenges like low confidence, time management issues, and classroom discipline. However,

threatening students with low grades did not lead to improved class management. The study also

noted that many practice teachers struggled with English proficiency, leading to grammar and

vocabulary errors during training.

The research emphasized the importance of practice teachers employing various

strategies to cope with stress, including leveraging technology, effective lesson planning, and

seeking support, all of which were identified as crucial factors in managing stress and enhancing

performance during training.

Bolanio, I. [Link] (2018) , study on the coping methods of new teachers in Namibia, it was

found that those who used negative coping strategies like denying problems or using substances

tended to feel more stressed than those who used positive strategies such as seeking support from

friends or staying active. This underscores the impact of coping strategies on teachers' stress

levels and overall well-being. Amirkhan also categorized coping strategies into seeking help,

problem-solving, and avoidance, with various studies exploring their effectiveness globally.

However, there is limited research on these coping strategies among college students,

despite the significant impact stress can have on their lives, leading to issues like sleep

disturbances, headaches, and academic challenges.

20
Local

Dacanay et al.'s (2020) study at the Philippine College Foundation, titled "Challenges

Experienced by the Student Teachers of Philippine College Foundation During Their Practice

Teaching," discovered several difficulties faced by practice teachers. These challenges

encompass issues such as time management, preparing lessons, managing classrooms,

inadequate instructional materials, and financial concerns, as reported by the participants.

According to cooperating teachers, practice teachers also encounter challenges in lesson

planning, classroom management, and establishing relationships with colleagues and cooperating

teachers. One key concern highlighted was the practice teachers' unpreparedness when entering

the classroom, often due to insufficient orientation before commencing student teaching. The

study emphasizes the need for support to help practice teachers effectively handle these

challenges and ensure a positive and successful experience during their practice teaching.

While existing research primarily focuses on new teachers' practical experiences rather

than their observations, these studies delve into how teachers learn, the supervision they receive,

and the development of their teaching abilities. Practice educators often struggle with

transitioning from classroom learning to real-world teaching environments. Overcoming these

challenges will necessitate reevaluating and enhancing their training experiences.

Additionally, Segovia (2022) conducted a study titled "An Examination of Issues and

Challenges Faced by Novice Practice Teachers in the Division of Iloilo."

21
 The study revealed that novice teachers faced various problems, including personal

issues, challenges related to inadequate administration, instances of neglect from supervisors,

and difficulties in managing social relationships with school staff, parents, students, and the local

community.

According to Coskun (2022) study called "Stress in English Language Teaching

Practicum," the research looked at what causes stress during teaching practice for English

teachers. This involved different people like mentor teachers, supervisors, trainee teachers,

school leaders, and students. The study found that stress came from things like too much

paperwork, not feeling motivated or interested in the teaching practice, trainee teachers

struggling to manage classrooms well, not knowing students' English levels, feeling stressed

during classroom observations, not getting enough help from supervisors, and having

misunderstandings between mentors and trainee teachers. Although the study covered a lot, it

didn't specifically talk about problems and challenges in the classroom.

Peneda F. et al. (2021) conducted research titled "Teacher Interns’ Overcoming

Challenges in a New Way of Teaching" at Leyte Normal University's College of Education in

Tacloban City, Philippines. The study focused on the difficulties that practice teachers face

during blended learning, which is relevant to our research because practice teachers encounter

technology-related struggles. The research identified several challenges, including unreliable

internet connections, managing virtual classes, handling distractions in online classes, lacking

expertise in online teaching, and facing financial constraints. To address these challenges,

practice teachers relied on their resilience and sought assistance from others.

22
 They recommended implementing a user-friendly online system to track student progress,

improving skills in virtual teaching, and ensuring stable internet connections to enhance teaching

effectiveness.

Additionally, Ugalingan et al. (2021) studied Online Internship Experiences Among Pre-

service ESL Teachers in the Philippines at De La Salle University in Manila. They found that

practice teachers overcome challenges by seeking help from mentors.

In the Philippines, the teaching education curriculum requires experienced teachers to

mentor Pre-service Teachers (PSTs). During teaching internships, PSTs develop their teaching

methods by observing mentors. Supervisors also play a key role by showing effective online

teaching strategies and giving feedback. PSTs learn from supervisors' practices and use them in

their own teaching to replicate successful methods.

Duldulao [Link]., (2023) studied “Coping Strategies of BEED Teaching Interns During

Classroom Demonstration at Saint Columban College in Pagadian City. They discovered that the

interns performed positively and utilized effective coping methods to handle their

responsibilities.

These strategies encompass efficient classroom management, building self-confidence,

and seeking assistance from their cooperating teachers as required. Through these experiences,

the interns improved and grew into better interns. These original findings can assist the

Commission of Higher Education in developing programs aimed at enhancing student teachers'

academic success by refining their skills and knowledge.

23
 According to Rivera (2023), in a study titled "Challenges and Coping Mechanisms of

Student Teacher-Mommies" conducted at Nueva Ecija University of Science and Technology in

the Philippines, the findings are relevant to current research because many student teachers are

also mothers. The study revealed that all participants emphasized the importance of strict time

management to juggle their multiple roles effectively and make wise financial decisions.

Student-mommies explicitly stated that they relied on time management as a coping strategy for

the challenges they faced.

The study conducted by Aperocho et al. (2023) entitled “Students' Stressors and Coping

Mechanisms” at Sultan Kudarat State University in the Philippines is relevant to understanding

factors in coping mechanisms for student teachers. While the study primarily focuses on

students' coping strategies and stressors, it provides valuable insights into general coping

mechanisms that could apply to student teachers as well. The study highlights the effectiveness

of coping mechanisms such as engaging in physical activities, environmental activities, and

social and emotional activities in managing stress. These findings can be relevant to student

teachers who may encounter similar stressors during their teaching practice.

According to Bolanio et al. (2022) in their study titled "Level of Stress and Coping

Mechanisms of Teacher Education Interns of the University of Bohol," the research aimed to

evaluate stress levels and coping strategies among student interns at the University of Bohol

(UB) Teachers College. The study revealed that these interns experienced a "Slightly High" level

of stress associated with their school responsibilities.

24
 It was also observed that females tended to experience higher stress levels compared to

males in similar roles. Based on these findings, the study recommended intervention measures to

address the identified stress levels.

This study's relevance to the variable factors in the coping mechanisms of practice

teachers lies in its identification of specific stressors and coping strategies employed by student

interns. Understanding these challenges and coping mechanisms can provide valuable insights

into the experiences of practice teachers. Educational institutions and policymakers can utilize

this information to develop targeted support systems and interventions that help practice teachers

effectively manage stress and enhance their coping mechanisms.

The referenced studies are crucial for gaining insights into how practice teachers at

Makilas National High School can effectively handle challenges. Lee's study focusing on

internationally educated teachers in U.S. schools provides valuable guidance on stress

management and problem-solving strategies. These findings are particularly relevant for practice

teachers at Makilas National High School who encounter similar difficulties. Likewise, Galana et

al.'s research in Ethiopia delves into the importance of mentorship support and the enhancement

of subject-specific skills, both of which are essential for bolstering coping mechanisms among

practice teachers.

Furthermore, studies conducted by Pakpahan (2023) in Indonesia and He, Y., & Cooper,

J. (2020) and Mahmoudi (2020) offer diverse coping strategies and stress management

techniques for educators. This information is valuable as it provides practical advice for practice

teachers to improve their coping abilities and overall well-being while effectively addressing

challenges in educational settings.

 25

Additionally, the inclusion of local studies from the Philippines, such as those by

Dacanay (2019), Segovia (1969), Coskun (2022), Duldulao (2023), Rivera (2023), and Bolanio

[Link] (2018), provides region-specific insights and solutions. These studies offer tangible support

and actionable ideas tailored to the experiences of practice teachers at Makilas National High

School, aiding in their professional development and resilience.

Conceptual Framework

The diagram below serves as the conceptual framework of the study.

PRACTICE TEACHERS

DIFFICULTIES OF PRACTICE TEACHERS

STRATEGIES IN FACTORS IN
OVERCOMING COPING
DIFFICULTIES MECHANISM

RESILIENCE IN EDUCATION

The figure presented illustrates the interconnections among variables, representing a

deductive approach that progresses from the general to the specific. The initial box signifies the

practice teachers, who serve as the focal respondents within this research study.
 26

To gain a comprehensive understanding of these individuals, researchers compiled and

analyzed the challenges they encountered during their practical teaching experiences. This

process involved an extensive review of existing literature and studies to validate the strategies

used in overcoming these challenges, along with identifying key factors that significantly impact

their coping mechanisms. The ultimate goal of this inquiry is to cultivate resilience in education

among practice teachers, highlighting the importance of effectively managing difficulties and

enhancing their adaptability within educational contexts.

Definition of Terms

The following terms in this study were defined operationally to understand the concepts clearly.

Coping Mechanism - practice teachers manage to deal with difficulties and stressful situations

during their practicum.

Experiential Learning - this is how learners gain knowledge from their own experiences and

how practice teachers at Makilas National High School deal with difficult situations during their

practicum.

External Challenges - challenges that many student teachers experienced during their

practicum.

Interns - these are the college students at Makilas National High School looking to develop new

career aspects and to experience the real world of teaching.

Mentor Teachers - the ones who always guide practice teachers during their practicum.
 27

Practice Teachers - are the college students who are having a practicum experience at Makilas

National High School.

Proactive Cognitive Strategies - the effective strategy that the practice teachers should use,

which has a huge benefit on their teaching skills.

Psychological Strategies - building support networks within the organization, such as planning,

developing, taking breaks, and practicing meditation for the betterment of teaching for the

Practice Teachers.

Resilience - how practice teachers bounce back from their challenges and difficult situations in

their teaching and personal lives.

Strategies - these are used by practice teachers who encounter challenges, allowing them to

develop strategies and techniques to cope with those difficulties.

Students - one of the practice teachers' problems is dealing with the attitudes of students during

teaching.

Technology - this is also a difficulty faced by some practice teachers during their teaching, but it

can also be useful, especially for presentations.

 28
CHAPTER III

METHODS OF RESEARCH

This chapter presents the methods and techniques, population and sample, research

instrument, construction and validation of the instrument, data gathering procedure, and data

analysis.

Methods and Technique of the Study

This study used qualitative research and a phenomenological design to explore how

participants in a situation perceive and experience a phenomenon. Qualitative research delves

into real-world issues, offering deeper insights by exploring participants' experiences,

perceptions, and behaviors. It focuses on understanding "how" and "why" rather than quantifying

"how many" or "how much." This approach involves asking open-ended questions that don't

have straightforward numerical answers, leading to a non-linear research design unlike

quantitative methods Brannan et al., (2017). As mentioned by Musyoka (2015),

phenomenologists pay attention to how individuals speak and act based on their interpretations

of the world. The phenomenological research method was chosen in this study because it focuses

on intentional actions and experiences, emphasizing conscious awareness or the essence of an

experience of Practice Teachers. Also, it is the most appropriate research method because the

study's goal is not to generalize the findings to the Practice Teachers, but to understand the

essence of the experience investigated. The researchers interviewed the seven practice teachers

using the interactional recording and the researchers focused on the practice teachers'

experiences and their effects.

 29

Population of the Study

The population frame of the study includes the practice teachers of Makilas National

High School. The respondents for the questionnaire are seven (7) practice teachers. Creswell

(1998) stated that in a phenomenological study, the sample size can vary from 1 to 10

individuals, who may come from the same or different locations. In line with these sampling

guidelines, seven (7) practice teachers took part in individual interviews.

Research Instrument

In this study, the researchers used tools for data collection and assessment of variables

mentioned in the research problem. Interviews were conducted to gain deeper insights into the

experiences of Practice Teachers, focusing on their strategies for overcoming challenges during

their practicum. These interviews were part of the qualitative component of the study. Initially,

participants were asked four open-ended questions to explore factors affecting perceptions of

preparedness. These questions aimed to understand participants' views on difficulties faced

during their practicum, coping strategies, and factors influencing their coping mechanisms.

Interviews were conducted at the study's start and end.

Construction and Validation of the Instruments

The researcher reviewed various theses and dissertations to gather ideas before creating

the questionnaire. To ensure it was valid and reliable, a panel of experts, including an ESP
Master Teacher I and a Special Science Teacher I, evaluated and analyzed it. Once the final draft

was approved, two authorized individuals signed it to confirm its validation and reliability.

30

Data Gathering

The researchers requested permission from seven respondents to conduct interviews,

providing them with a detailed letter about the study. These individuals were the study's

respondents, and the researchers protected their confidentiality and privacy with a consent letter.

To explore the experiences of Practice Teachers during their practicum, the researchers

interviewed them about how they managed difficulties.

The researchers conducted interviews at the start and end of the study. Each interview

lasted about 15 minutes and was informal. A quiet room was arranged, and an audio recorder

was used to accurately capture responses. All participants were asked the same questions.

Permission was granted, and interviews were recorded with a voice recorder. Participants

were assured their names would not be disclosed. After each interview, the researchers debriefed

the participants to ensure their responses were correctly understood.

Data Analysis

The analysis adhered to the phenomenological methods prescribed by Moustakas (1994),

which was a modification of Van Kaam (1959, 1956). First, all relevant data was identified and

grouped together. After transcribing interviews, researchers reviewed each statement to find

important experiences. Redundant information was removed in the next step. The next step

involved clustering and thematizing the invariant constituents of the experience.

The participants’ responses were grouped into meaningful units that appeared to be

crucial characteristics of the Practice Teacher’s experiences and provided an understanding of

the Practice Teacher’s difficulties in their practicum. The meaning units that included the

Practice Teachers’ statements of their experiences were identified and clustered into themes.

31

The themes were used for each participant to create an individual textural description that

represented the rich description of the lived experience of each Practice Teacher. This was

followed by an individual structural description that was developed from textural description and

imaginative variation.

The researcher transcribed the interviews before conducting the next interview and wrote

the summary of the interview to provide a copy of the transcript and interview summary for the

participants to obtain feedback and ensure that the responses were recorded successfully. The

researcher also compared and connected the codes to determine consistency among data points.

This process enabled the researcher to reach data triangulation, demonstrating the trustworthiness

of the data. This process allowed the participants to determine if the interpretation of their

experiences was accurate.

As a result, the researcher developed a survey that compared and contrasted the data of

the Practice Teachers’ respondents and created their narrative in the final report.
 32

STEP 1. HORIZONTALIZATION

STEP 2. REDUCTION AND ELIMINATION

STEP 3. CLUSTERS AND THEMES

STEP 4. INDIVIDUAL TEXTURAL DESCRIPTIONS

STEP 5. INTERVENTION PLAN DESIGN

 33

Figure 2
Moustakas Phenomenological Data Analysis Process (1994) which is a modification of Van
Kaam (1959, 1966)
 34
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered from the instrument in

accordance with the specific problems being investigated. Tabular and textual presentations of

the findings were utilized to answer specific problems in Chapter 1. It significantly covers

relevant aspects leading to the realization of the findings on the phenomenological study on the

experiences of Practice Teachers in their practicum at Makilas National High School.

1. What difficulties do Practice Teachers at Makilas NHS face?

These are the difficulties that the Practice Teachers at Makilas NHS face in their practicum were

narrated and explained successfully.

RESPONDENT 1, a female, Social Science Practice Teacher from AMMC teaching Grade 11-

HUMSS at Makilas National High School.

Una kay adapting environment diri sa school, so mao sab na ang among one challenge

ang pag adapt sa environment diri sa school, next kay maghimo mig daily lesson plan kasi sa

amoa kay private man mi gikan tapos lahi ang format sa paghimo ug lesson plan didto ug nabag-

uhan mi diri kay daghan kaayo ug mga indicators nga ibutang sa lesson plan. (First, adapting to

the environment here at school is one of our challenges. Next, we have to create daily lesson

plans because we come from a private institution where the format for lesson planning is

different, and we had to adjust here because there are many indicators to include in the lesson

plan).
 35

RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

Maybe sa fare and we chose nga mag boarding house nalang para maka lessen sa

pamasahe. (Maybe due to the fare, we chose to stay in a boarding house to reduce transportation

expenses).

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

The difficulties we have encountered is that how we are going to handle our students

especially you, as a Senior High School, since you are in the level of mga teengers so lisud kaayo

mo ihandle kay you have different attitude and behavior. (The difficulty we've encountered is

how to handle our students, especially you as a Senior High School student, because you're at the

teenage level, which can be challenging to handle due to your different attitudes and behaviors).

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

National High School.

Mostly, since I am assigned to teach Grade 8- Red and we all know that the grade 8 red

one of the most average student, I will not say that slow learner but I will say average student.

One of my challenges is the classroom management, but so far I can handle it but sometimes I

couldn’t be able and aside from that one of the other challenges that I have also experience,

maybe the characteristic and environment nga dapat jud ko mag adjust since there is a difference,
when I was teaching in AMMC than here, so the classroom management I have to adjust the

environment also due to the students.

36

(Mostly, since I am assigned to teach Grade 8 - Red, and we all know that Grade 8 - Red

comprises mostly average students. I wouldn't say they are slow learners, but rather average

students. One of my challenges is classroom management, but so far, I can handle it. However,

sometimes I struggle, and aside from that, another challenge I have experienced is perhaps the

characteristics and environment that I need to adjust to because there is a difference from when I

was teaching in AMMC compared to here. So, not only do I need to adjust classroom

management but also the overall environment due to the differences in students.)

RESPONDENT 5, a female, Mathematics Practice Teacher from WMSU teaching Grade 7 and

Grade 11at Makilas National High School.

I think for us here as an ST Mathematics, first problem to us is adjustment because in

every two weeks nagc-change kami ng year level, first level ay grade 7 then dun na naman ako

sa grade

encounter different attitudes of students and I have to handle them in a proper way so that we can

create a good bond with my students. ( I believe that one of our initial challenges as ST

Mathematics here is adaptation. Every two weeks, we face different attitudes from students, and

I need to handle them appropriately to foster a strong bond with my students).

RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

 Para sa mga difficulties na pinagdadaanan ng mga ST siguro ‘yong mas common lang sa

amin which is ang pagtuturo kung saan ang mga mag-aaral ay hindi masyadong nakikinig sa mga

ginagawa naming pagtuturo. May mga mag-aaral na hindi sila nagp-pay ng attention sa pagtuturo

ng mga ST dahil sa tingin siguro nila hindi pa kami mga license teachers talaga.

37

(For the difficulties that STs go through, perhaps the most common one for us is teaching

where students don't pay much attention to our lessons. There are students who don't pay

attention to STs' teaching because maybe they think we're not really licensed teachers yet).

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

For me, the difficulty I face is adapting and adjusting to the environment since this is a

new setting, and we are not used to this place. In terms of teaching, I can say that I have not

encountered any difficulties because the students here are very disciplined, and my cooperating

teacher is the best.

2. What strategies do they use to overcome their difficulties?

These are the strategies that they used to overcome their difficulties were narrated and explained

successfully.

RESPONDENT 1, a female, Social Science Practice Teacher from AMMC teaching Grade 11-

HUMSS at Makilas National High School.

Nagtinabangay lang mi, kami nga mga student teachers kay once ang isa nay mga ideas

bitaw and mga ideas nga gipanghatag sa ilang ST Teachers amoa pud na siyang gina open up
diri kay para each of us makabalo nga in-ana diay ang mga ginabuhat so ma aware pud mi na in-

ana diay. (We just help each other, us student teachers, because once one of us has ideas and the

ideas shared by their ST teachers, we also open them up here so that each of us knows what's

going on and we become aware of such things).

38

RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

Pareha sako kay sa fare man akong difficulties, akong gi choose nga mag boarding house.

(Just like me, my difficulties are related to fare, so I decided to stay in a boarding house).

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

One nga strategy kay kanang ginabuhat nato, so diba naa tay classroom rules so that we

can control you as a students na ma behave, so atong classroom rules ang among strategy. (One

strategy that we use is implementing classroom rules. These rules are in place to ensure that you,

as students, behave properly. Our classroom rules serve as our strategy).

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

NHS.

We as a practice teachers must applied or find some other perspective or aside from that

mangita kag pamaagi para maminaw sa imo ang mga estudyante. So you will have your own

strategies for them to acquire new knowledge also makita kag engaging activities nga ma-apply

nila jud not just in their mental but physical. (As practice teachers, we must apply or explore
different perspectives. Aside from that, you can look for ways to listen to your students. This

way, you'll have your own strategies for them to acquire new knowledge. You can also find

engaging activities that they can apply not just mentally but physically as well).

39

RESPONDENT 5, a female, Mathematics Practice Teacher from WMSU teaching Grade 7 and

Grade 11at Makilas National High School.

I think the strategies that I use to overcome these difficulties is of course to be ready sa

akong self also to adjust in a new environment and I had to be flexible also as an ST in any

situations and changes that will happen in our environment.(I think that the strategies I use to

overcome these difficulties include being prepared myself and adapting to a new environment. I

also need to be flexible as an ST, ready to handle any situations and changes that may occur in

our environment).

RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

Ang mga strategies kay kanang mga inteventions nga among gihimo kay syempre mag

create mi ug more engaging nga activities ug amoa jud nga ginahimo among best nga ginatudlo

among lesson and makamit namo ang among mga objectives para mas ma engage pa ang mga

estudyante. (The strategies we employ include interventions such as creating more engaging

activities and ensuring that what we teach is our best effort. We aim to achieve our objectives to

further engage the students).

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

My strategy is I do embrace the reality because we can’t avoid these difficulties

especially when we are employed in the future, especially in the field of our experts.

40

3. What factors affect their coping mechanism?

These are the factors that affect Practice Teachers coping mechanisms that were narrated

and explained successfully.

RESPONDENT 1, a female, Social Science Practice Teacher from AMMC teaching Grade 11-

HUMSS at Makilas National High School.

Amoang gibuhat kay cooperation and collaboration gi apply nako among mga ideas

especially sako kapag mag teach ko . (What we did was apply cooperation and collaboration to

our ideas, especially when I teach).

RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

Stay positive, be good in everything, and of course work, work, work.

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

There are lots of coping mechanisms/strategies that we as student teachers are utilizing.

As for me, my coping mechanism as a student teacher are doing my hobbies like playing
instrument, keeping my social battery at rest if it is not needed and looking for the positive side

of everything and with that, it helps me align my mind to focus and redirect myself to the path.

41

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

National High School.

Maybe because of the teachers, if they will not find the teacher interesting so of course

they will adopt the energy nga unsay gihatag sa teacher.( Perhaps because of the teachers, if they

don't find the teacher interesting, they will naturally adopt the energy that the teacher gives).

RESPONDENT 5, a female, Mathematics Practice Teacher from WMSU teaching Grade 7 and

Grade 11at Makilas National High School.

I think sa pag prepare nang mga lesson namin everyday we have to adjust and of course

every two weeks mag change-change mig level and we don’t know what will be the topic and

mo kalit ramig insert without knowing unsay last topic so lisud jud siya sa amoa.( I think in

preparing our lessons every day, we have to adjust. And of course, every two weeks, we change

levels and we don't know what the topic will be. We suddenly have to insert it without knowing

what the last topic was, so it's really difficult for us).

RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

 Students gihapon ang factor, kay bisan unsa pay himoon sa mga ST ang ilahang best

when it comes nga maghimo ug activities kanang mga psycho motors dili pud tanan nga mga

estudyante nga mo response sila ug ay okay ang mga estudyante ga base gihapon sa ilang

learning span kay naa pud ubang estudyante nga dili kaayo into psychomotors nga mga activities

or written nga mga activites. Ang uban kasi gusto lang jud nila kanang mga dula-dula lang nga

activities.

42

(Students are still a factor because no matter what the STs do to give their best when it

comes to conducting activities, not all students respond the same way, and not all students are

okay with activities based on their learning span. Some students are not very into psychomotor

activities or written activities. Some simply prefer playful activities.)

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

My coping mechanism is the time management and how will I disciplined myself to not

delve into my problems or the difficulties I have faced during my practicum journey. The factors

that affects, I can say the habit of telling others about the problem because it can affect my

coping mechanism because I am not really a showy person and I am not use to express my

feelings.

4. How do the personal and work experiences of Practice Teachers at Makilas National

High School contribute to their ability to bounce back and stay strong in the face of

the tough aspects of their teaching roles?

RESPONDENT 1, a female, Social Science Practice Teacher from AMMC teaching Grade 11-

HUMSS at Makilas National High School.

Because ani nga experience pag teach namo diri sa Makilas NHS naka contribute siya sa

amoa through sa pag teach namo everyday sa real nga classroom nga mag deal mi sa mga

estudyante, nakabalo mi nga in-ato diay ang setting sa isa ka school and na aware sab mi sa

unsay angay nga mga buhaton as a Practice Teachers, so naay awareness sa amoa na kung sa

future himoon mig teacher, aware name sa angay buhaton ug dili angay buhaton.

43

(Through this teaching experience here at Makilas National High School, it has

contributed to us through teaching every day in a real classroom dealing with students. We have

become familiar with the setting of a school and are aware of what should be done as Practice

Teachers. This awareness helps us know what should and should not be done if we become

teachers in the future).

RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

Life is full of challenges and surprises and these challenges it makes me more broaden

my capabilities to teach here.

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

First and foremost nga ginabuhat namo syempre nag practice teaching man mi, ang

amoang time management and ofcourse kung paunsa namo iplan ang amoang ipresent sa inyo,
ug ang amoang personal life. (First and foremost, as we do practice teaching, our time

management is crucial, along with how we plan our presentations for you and our personal

lives).

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

National High School.

The reason why nganong naa mi diri kay para maka impart mig knowledge but we are

also here to import our knowledge and ang amoa lang kay ma impove ang among teaching skills

and we can be able to appyly if ever man nga i-purse namo ni nga career.

44

(The reason why we are here is to impart knowledge, but we are also here to gain

knowledge. Our goal is to improve our teaching skills so that we can apply them if we pursue

this career in the future).

RESPONDENT 5, a female, Mathematics Practice Teacher from WMSU teaching Grade 7 and

Grade 11 at Makilas National High School.

Ang experience here while we are having our practicum is very challenging as we faced

different students and different attitude, so in order to cope up these you have to be

masinabtunon, taas na pasensaya, you have ot understand the situation of every students be ause

you are a teachers and that is your role. As a teacher you also have to be flexible and

understanding. (The experience here during our practicum is very challenging as we encounter

different students with different attitudes. To cope with these challenges, you need to be patient,

have a high level of patience, and understand the situation of every student because you are a

teacher, and that is your role. As a teacher, you also need to be flexible and understanding).
RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

Ang mga personal nga mga experiences namo diri mao na siya ang makatabang sa amoa

para sa amoa nga mga future educator, so kaning mga challenges ug mga struggles nga amoang

na encounter diri sa inyong school as ST kay magamit na jud namk ni puhon sa amoang field na

jud, sa among profession paunsa mag handle sa mga students, mga ways sa mga klase-klase nga

diverse nga mga students kay dili man jud tanan students pareha ug level of comprehension,

pareha ug mga utok ug batasan.

45

(Our personal experiences here will greatly help us in our journey to becoming future

educators. The challenges and struggles we encounter in your school as student teachers will

soon become valuable assets in our field, especially in our profession in terms of handling

students. We will learn various ways to deal with diverse students because not all students have

the same level of comprehension, mindset, and behavior).

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

During in our FS1 to 3 which happened in WMSU Ipil, it really help me to be better

teacher of my students because those time we are very disciplined and molded betterly and

differently by our teachers in WMSU. So, it is very advantage for us since we are use in hardship

that we ecnounted in our teaching. So, that’s why I didn’t consider it as my difficulties.
Thematic Analysis

This part is the presentation of the familiar themes which is based on the researcher’s

own experiences and the participant’s experiences as the accounts were knitted together. It

tackled the resemblance and uniqueness of both stories being interconnected which served as the

researcher’s internal validation.

The experiences of Practice Teachers in their practicum at Makilas National High School

were uncovered through their honesty and cooperation. The respondent’s revelation of their

thoughts and feelings brought to light the development of different topics. Using narration, the

researcher was able to extract several salient emergent themes namely; Adapting Environment,

Creating engaging activities, Setting Oneself, and Getting set for a career as an educator.

46

The following are the discussions on the different premises uncovered. The individual

descriptions were followed by a composite description that provided the meanings and essences

for all 7 Practice Teachers.

Theme 1: Adapting Environment

The researchers found out that all 7 respondents are adjusting and adapting in the

environment of Makilas NHS school in their first practicum.

Respondent 1, a female, Social Science Practice Teacher from AMMC teaching Grade 11-

HUMSS at Makilas National High School.

“Una kay adapting environment diri sa school, so mao sab na ang among one challenge ang

pag adapt sa environment diri sa school.”(Firstly, because of the adapting environment here in

school, that's also our main challenge, adapting to the environment here in school).
RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

“Maybe sa fare and we chose nga mag boarding house nalang para maka lessen sa pamasahe”.

(Maybe due to the fare, we chose to stay in a boarding house to reduce transportation expenses).

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

“The difficulties we have encountered is how we are going to handle our students

especially you, as a Senior High School, since you are in the level of mga teengers so lisud

kaayo mo ihandle kay you have different attitude and behavior”.

47

(The difficulty we've encountered is how to handle our students, especially you as a

Senior High School student, because you're at the teenage level, which can be challenging to

handle due to your different attitudes and behaviors).

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

Makilas National High School.

“Mostly, since I am assigned to teach Grade 8- Red and we all know that the grade 8 red

one of the most average student, I will not say that slow learner but I will say average student.

One of my challenges is the classroom management, but so far I can handle it but sometimes I

couldn’t be able and aside from that one of the other challenges that I have also experience,

maybe the characteristic and environment nga dapat jud ko mag adjust since there is a

difference, when I was teaching in AMMC than here, so the classroom management I have to
adjust the environment also due to the students”.(Mostly, since I am assigned to teach Grade 8 -

Red, and we all know that Grade 8 - Red comprises mostly average students. I wouldn't say they

are slow learners, but rather average students. One of my challenges is classroom management,

but so far, I can handle it. However, sometimes I struggle, and aside from that, another

challenge I have experienced is perhaps the characteristics and environment that I need to

adjust to because there is a difference from when I was teaching in AMMC compared to here.

So, not only do I need to adjust classroom management but also the overall environment due to

the differences in students.)

48

RESPONDENT 5, a female, Mathematics Practice Teacher from WMSU teaching Grade 7 and

Grade 11 at Makilas National High School.

“I think for us here as an ST Mathematics, first problem to us is adjustment because in

every two weeks nagc-change kami ng year level, first level ay grade 7 then dun na naman ako

sa grade 11 and I had encounter different attitudes of students and I have to handle them in a

proper way so that we can create a good bond with my students”. (I believe that one of our

initial challenges as ST Mathematics here is adaptation. Every two weeks, we face different

attitudes from students, and I need to handle them appropriately to foster a strong bond with my

students).
RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

“Para sa mga difficulties na pinagdadaanan ng mga ST siguro ‘yong mas common lang

sa amin which is ang pagtuturo kung saan ang mga mag-aaral ay hindi masyadong nakikinig sa

mga ginagawa naming pagtuturo. May mga mag-aaral na hindi sila nagp-pay ng attention sa

pagtuturo ng mga ST dahil sa tingin siguro nila hindi pa kami mga license teachers talaga”.

(For the difficulties that STs go through, perhaps the most common one for us is teaching where

students don't pay much attention to our lessons. Some students don't pay attention to STs'

teaching because maybe they think we're not licensed teachers yet).

49

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

“For me, the difficulty I face is adapting and adjusting to the environment since this is a

new setting, and we are not used to this place. In terms of teaching, I can say that I have not

encountered any difficulties because the students here are very disciplined, and my cooperating

teacher is the best”.

Theme 2: Create Engaging Activities

 The researchers found out that all 3 respondents are creating an engaging activities wherein

the students would participate and will pay attention towards them.

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

“One nga strategy kay kanang ginabuhat nato, so diba naa tay classroom rules so that

we can control you as a students na ma behave, so atong classroom rules ang among strategy”.

(One strategy that we use is implementing classroom rules. These rules are in place to ensure

that you, as students, behave properly. Our classroom rules serve as our strategy).

50

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

National High School.

“We as a practice teachers must applied or find some other perspective or aside from

that mangita kag pamaagi para maminaw sa imo ang mga estudyante. So you will have your

own strategies for them to acquire new knowledge also makita kag engaging activities nga ma-

apply nila jud not just in their mental but physical”.

(As practice teachers, we must apply or explore different perspectives. Aside from that, you can

look for ways to listen to your students. This way, you'll have your own strategies for them to

acquire new knowledge. You can also find engaging activities that they can apply not just

mentally but physically as well).

RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

“Ang mga strategies kay kanang mga inteventions nga among gihimo kay syempre mag

create mi ug more engaging nga activities ug amoa jud nga ginahimo among best nga ginatudlo

among lesson and makamit namo ang among mga objectives para mas ma engage pa ang mga

estudyante”. (The strategies we employ include interventions such as creating more engaging

activities and ensuring that what we teach is our best effort. We aim to achieve our objectives to

further engage the students).

51

Theme 3: Setting Oneself

The researchers found out that all 3 respondents are creating an engaging activities wherein

the students would participate and will pay attention towards them.

RESPONDENT 2, a female, Practical Research 1 Practice Teacher from AMMC teaching

Grade 11-HUMSS at Makilas National High School.

“Stay positive, be good in everything, and of course work, work, work”.

RESPONDENT 3, a female, English Practice Teacher from AMMC teaching Grade 11-HUMSS

at Makilas National High School.

“There are lots of coping mechanisms/strategies that we as student teachers are

utilizing. As for me, my coping mechanism as a student teacher are doing my hobbies like

playing instrument, keeping my social battery at rest if it is not needed and looking for the

positive side of everything and with that, it helps me align my mind to focus and redirect myself

to the path”.

RESPONDENT 7, a female, English Practice Teacher from WMSU teaching Grade 11 and

Grade 12 at Makilas National High School.

“My coping mechanism is the time management and how will I disciplined myself to not

delve into my problems or the difficulties I have faced during my practicum journey. The factors

that affects, I can say the habit of telling others about the problem because it can affect my

coping mechanism because I am not really a showy person and I am not use to express my

feelings”.

52

Theme 4: Getting set for a career as an Educator

The researchers found out that all 2 respondents are getting set for a career as an educator .

RESPONDENT 4, a female, Practice Teacher from AMMC teaching Grade 8-Red at Makilas

National High School.

 “Mostly, since I am assigned to teach Grade 8- Red and we all know that the grade 8 red

one of the most average student, I will not say that slow learner but I will say average student.

One of my challenges is the classroom management, but so far I can handle it but sometimes I

couldn’t be able and aside from that one of the other challenges that I have also experience,

maybe the characteristic and environment nga dapat jud ko mag adjust since there is a

difference, when I was teaching in AMMC than here, so the classroom management I have to

adjust the environment also due to the students”.(Mostly, since I am assigned to teach Grade 8 -

Red, and we all know that Grade 8 - Red comprises mostly average students. I wouldn't say they

are slow learners, but rather average students. One of my challenges is classroom management,

but so far, I can handle it. However, sometimes I struggle, and aside from that, another

challenge I have experienced is perhaps the characteristics and environment that I need to

adjust to because there is a difference from when I was teaching in AMMC compared to here.

So, not only do I need to adjust classroom management but also the overall environment due to

the differences in students.)

53

RESPONDENT 6, a female, Filipino Practice Teacher from WMSU teaching Grade 11-

HUMSS at Makilas National High School.

“Para sa mga difficulties na pinagdadaanan ng mga ST siguro ‘yong mas common lang

sa amin which is ang pagtuturo kung saan ang mga mag-aaral ay hindi masyadong nakikinig sa
mga ginagawa naming pagtuturo. May mga mag-aaral na hindi sila nagp-pay ng attention sa

pagtuturo ng mga ST dahil sa tingin siguro nila hindi pa kami mga license teachers talaga”.

(For the difficulties that STs go through, perhaps the most common one for us is teaching where

students don't pay much attention to our lessons. Some students don't pay attention to STs'

teaching because maybe they think we're not licensed teachers yet).

Composite Description

The data suggest Practice Teacher's experiences in their practicum.

The data indicated that Adapting Environment, Creating engaging activities, Setting

Oneself, and Getting set for a career as an educator are factors that characterized the

experience. The present study provided Practice Teachers an opportunity to

voice their teaching experiences and perception of their practicum.

The four related themes primarily experienced by all participants were

Adapting Environment, Creating engaging activities, Setting Oneself, and Getting set for a

career.

First, each participant stated the difficulties they faced in teaching.

The seven (7) respondents emphasized the adjusting and adapting

environment since it’s their first practicum experience teaching in a

classroom setting.

54
 They also emphasized the strategies that they used to overcome their

difficulties, and four (4) of them said that they create engaging activities that

are helpful for them to have a successful class.

Furthermore, they also shared the factors that affect their coping

mechanism, and the result shows that as a Practice Teacher, you should also

pay attention to yourself no matter what happens. Additionally, they shared

how their personal and work experiences as Practice Teachers at Makilas

National High School contribute to their ability to bounce back and stay

strong in the face of the tough aspects of their teaching roles, and three (3)

of them shared their thoughts that it is a big advantage for them because

these experiences will mold them into future educators soon. Overall, the

seven (7) practice teachers had experienced different difficulties in their

practicum and also in themselves. Some of them also had different

strategies on how they will overcome their difficulties and factors that affect

their coping mechanism. They emphasized how to bounce back during times

of difficulty.
 55

CHAPTER V

THEMATIC IMAGES

This chapter presents the summary of the study and its significant findings, the thematic

analysis and the recommendations based on the conclusion drawn are herein included.

Summary

The study made use of phenomenological research about the descriptive qualitative

approach to the gathering of experiences through a thematic interview guide. This particular

research aimed to resolve the general problem: The experiences of Practice Teachers in their

practicum at Makilas National High School.

Specifically, the study seeks answers to the following questions:

1. What difficulties do Practice Teachers at Makilas National High School face?

2. What are the strategies do they use to overcome their difficulties?

3. What factors affect their coping mechanism?

4. How do the personal and work experience of Practice Teachers at Makilas National High

School contribute to their ability to bounce back and stay strong in the face of the tough

aspects of their teaching roles?

There were seven (7) Practice Teachers respondents, all of them are doing their practicum

at Makilas National High School.

 56

Permission to conduct the study was obtained from the Practical Research 1 adviser and

the Panelists between April and May 2024. Afterward, interviews began. The researcher honestly

sought informed consent through letters and verbal agreements at the start of each interview,

explaining the research's purpose, procedures (especially regarding recordings), risks and

benefits, and the voluntary nature of participation. Due to potential time constraints, follow-up

interviews were conducted based on participants' preferences. Fictitious names were used in

transcripts to protect identities. The researcher maintained communication with participants to

clarify any views during the study. All participants were cooperative and willing to share their

practicum experiences at Makilas NHS.

As the data were collected and analyzed, the researcher gained an increasing

understanding of the dynamics in the process under study. The experiences of Practice Teacgers

were analyzed and determined. Before the finality of the study, the researcher validated the

experiences by allowing the participants to read and grasp again the documented incidents which

have delighted them in return.

This study used qualitative research and a phenomenological design to explore how

participants in a situation perceive and experience a phenomenon. Qualitative research delves

into real-world issues, offering deeper insights by exploring participants' experiences,

perceptions, and behaviors. It focuses on understanding "how" and "why" rather than quantifying

"how many" or "how much." This approach involves asking open-ended questions that don't

have straightforward numerical answers, leading to a non-linear research design unlike

quantitative methods Brannan et al. (2017). As mentioned by Musyoka (2015),

phenomenologists pay attention to how individuals speak and act based on their interpretations

of the world.

57

The phenomenological research method was chosen in this study because it focuses on

intentional actions and experiences, emphasizing conscious awareness or the essence of an

experience of Practice Teachers. Also, it is the most appropriate research method because the

study's goal is not to generalize the findings to the Practice Teachers, but to understand the

essence of the experience investigated. The researchers interviewed the seven practice teachers

using the interactional recording and the researchers focused on the practice teachers'

experiences and their effects.

The researcher extracted statements pertaining to the phenomena from transcriptions.

Meanings were put together and organized into themes which in turn clustered into wide-ranging

categories and integrated into a thorough description. The data suggest Practice

Teacher's experiences in their practicum. The data indicated that Adapting

Environment, Creating engaging activities, Setting Oneself, and Getting set for a career as an

educator are factors that characterized the experience.

Overall, the seven (7) practice teachers had experienced different

difficulties in their practicum and also in themselves. Some of them also had

different strategies on how they will overcome their difficulties and factors

that affect their coping mechanism. They emphasized how to bounce back

during times of difficulty.

Eidetic Insight
 The experiences of Practice Teachers in their practicum were

remarkably challenging. They shared different answers to the researchers

about the difficulties , strategies, their coping mechanism, and how they

bounce back in their personal life in the time of their difficulties during their

practicum.

58

The present findings stemming from the study illuminated on several

issues that confronted the participants namely, Adapting Environment, Creating

engaging activities, Setting Oneself, and Getting set for a career as an educator. The related

literatures of pracitce teachers strengthened the salient emergent themes.

The discovered experiences are big advantages for the practice

teachers under the guidance of their critic teachers who are always with

them from the beginning of their practicum until the end. The cooperation

and guidance of their critic teachers have helped them succeed in their final

demo and will provide them with valuable lessons that they can carry

forward as future educators.

Recommendations

It is deemed that this study contributes not only to replication of

Practice Teachers research but also to adapting teaching strategies and

coping mechanisms in a practicum. In light of the revealed findings the

researchers came up with the subsequent proposals;

 1. The Department of Education, specifically the government, should provide a range of

teaching materials to support practice teachers. This will improve their practicum experience and

reduce their challenges.

2. The guidance counselor can provide counseling to the practice

teachers so that they can reduce their stress, and the guidance counselor

can also check on them.

3. The principal will follow up with and check on the practice teachers

regarding their state during their practicum, and they will improve based on

the principal's suggestions and comments.

4. Supervising teachers will also inquire about their practice teachers'

experiences during their practicum and ensure that they feel comfortable

with their supervising teachers to achieve good communication.

5. The Future Researchers, we highly recommended for them to

bridge the gap of this study and to look for more studies related to this so

that we will be able to help the other future researchers to improve and to

have more studies that would support our dearest practicing teachers.
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CURRICULUM VITAE

KIA BOHOLST MAGLANGIT

Manga Buluan, Ipil, Zamboanga Sibugay
Cell number: 09354200065
Email address: maglangitkia@[Link]

PERSONAL BACKGROUND
Nickname: King/Kyang
Age: 16
Birthday: July 30, 2007
Birthplace: Manga Buluan, Ipil, Zamboanga Sibugay
Sex: Female
Nationality: Filipino
Religion: Roman Catholic
Civil status: Single
Father’s name: Larry M. Maglangit
Mother’s name: Divina E. Boholst

EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Aim High Colleges Inc.
Manga Buluan, Ipil, Zamboanga Sibugay
2012-2015
Buluan Elementary School
Prk. Aloe Vera, Buluan, Ipil, Zamboanga Sibugay
2016-2019
ACHIEVEMENTS
Elementary: SPG President, Storytelling Champion, 1st Honorable Mention, Little Miss Palaro
2017, Balagtasan Champion, Queen of Heart 1st Runner Up, Tula Champion, Miss Geosphere 1st
Runner Up
Secondary: SSLG President, SSLG District Federated Vice President,With Honors, Quiz Bee
Contestant, CD2SPC Journalist, Summer Literary Festival Finalist
LADY MAE ESMERALDA RUFLO
Makilas, Ipil, Zamboanga Sibugay
Cell number:09708757482
Email address:ladymaeruflo@[Link]

PERSONAL BACKGROUND
Nickname: Mae/Ming
Age: 17
Birthday: May 13, 2007
Birthplace: Makilas, Ipil, Zamboanga Sibugay
Sex: Female
Nationality: Filipino
Religion: Church of Christ
Civil status: Single
Father’s name: Alfredo P. Ruflo
Mother’s name: Lane M. Esmeralda

EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Makilas Elementary School
Bougainvilla, Ipil, Zamboanga Sibugay
2012-2019

ACHIEVEMENTS
Elementary: With Honor
Secondary: Perfect attendance awardee, With Honor
RYANN JOHN A. PELONGO
Purok Orchids, Tiayon, Ipil, Zamboanga Sibugay
Cell number: 09811234913
Email address: ryannjohnpelongo@[Link]

PERSONAL BACKGROUND
Nickname: Ry
Age: 16
Birthday: September 12, 2007
Birthplace: Tiayon, Ipil, Zamboanga Sibugay
Sex: Male
Nationality: Filipino
Religion: Roman Catholic
Civil status: Single
Father’s name: Arcadio D. Pelongo
Mother’s name: Marry-Ann [Link]
EDUCATIONAL BACKGROUND

Secondary: Makilas National High School

Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Makilas Elementary School
Purok Bougainvillea,Makilas,Ipil,Zamboanga Sibugay
2012-2019

ACHIEVEMENTS
Elementary: With Honor
Secondary: With Honor
REALIZA LAYAN
Caracol, Salug, Zamboanga del Norte
Cell num: 09352839172
Email address: realizalayan2@[Link]

PERSONAL BACKGROUND
Nickname: Ren²
Age: 18
Birthday: 12/27/2005
birthplace: Sanito, Ipil, Zamboanga sibugay
Sex: FIemale
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: None
Mother's Name: Edna E. Layan

EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay

Primary: Canawan Elementary school

ACHIEVEMENTS
Elementary: With Honors
Secondary: Perfect Attendance, Achiever
JERALD M. INCISTO
Purok Scorpion, Manga Buluan, Ipil, Zamboanga Sibugay
Cp Num: 09261883762
Email address: Jerald20@[Link]

PERSONAL BACKGROUND
Nickname: Jan Jan
Age: 16
Birthday: September 20, 2007
birthplace: Sanito
Sex: Male
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Elpedio Bantillo Incisto
Mother's Name: Jolly Beth Monarez Incisto
EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Buluan Elementary School
Prk. Aloe Vera, Buluan, Ipil, Zamboanga Sibugay
2016-2019

ACHIEVEMENTS
Elementary: With Honor, Sci Dama Baguio Qualifier, Volleyball Player
Secondary: Regional Meet 2023 Volleyball Player, SLC-1 2023 Best Server, Regional Meet
2024 Volleyball Player, Provincial Meet 2023 & 2024 Volleyball Player, District Meet
2024 Volleyball Player
MARK LHOYD CALDERON
Purok Everlasting, Makilas, Ipil, Zamboanga Sibugay
Cp num: 09534560602
Email address: marklloydcalderon3@[Link]

PERSONAL BACKGROUND
Nickname: Mak
Age: 16
Birthday: September 1, 2007
birthplace: Makilas National High School
Sex: Male
Nationality: Filipino
Religion: Iglesia ni Cristo
Civil Status: Single
Father's Name: Roberto B. Calderon
Mother's Name: Elisa B. Calderon

EDUCATIONAL BACKGROUND

Secondary: Makilas National High School

Primary: Makilas Elementary School

ACHIEVEMENTS
Elementary: Band Member
Secondary: Perfect Attendance awardee
KRISTEL JANE E. VILLAFUERTE
Tomitom, Ipil, Zamboanga Sibugay
Cp num: 09856352810
Email address: villafuertekristeljane@[Link]

PERSONAL BACKGROUND
Nickname: Tel/Jane
Age: 17
Birthday: March 17, 2007
Birthplace: Ipil, Zamboanga Sibugay
Sex: Female
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Jerry Villafuerte
Mother's Name: Rosalina Villafuerte

EDUCATIONAL BACKGROUND
Secondary: Makilas National High school
Primary: Tomitom elementary school

ACHIEVEMENTS
Elementary: Honor Student
Secondary:
LEADY JEN ALMONTE
Luboc, Tungawan, Zamboanga Sibugay
Cp num: 090603322468
Email address: ladyjen@[Link]

PERSONAL BACKGROUND
Nickname: Dakni
Age:18
Birthday: February 23, 2006
Birthplace: Sisay
Sex: Female
Nationality:Filipino
Religion: Pentikustal
Civil Status: Single
Father's Name:None
Mother's Name: Fe V. Almonte

EDUCATIONAL BACKGROUND
Elementary: Doña Josefa Elementary School
Secondary: Senior High School

ACHIEVEMENTS:
Elementary: None
Secondary: Perfect Atendance awardee
PRINCES KHIM DAGUMO AGULLANA
Purok Malipayon, Buluan, Ipil, Zamboanga Sibugay
Cp num: 09653512679
Email address: khimagullana@[Link]

PERSONAL BACKGROUND
nickname: Khimmy
Age: 16
Birthday: August 8, 2007
Birthplace: Zamboanga City
Sex: Female
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Jose Angel B. Agullana
Mother's Name: Mercidita B. Agullana

EDUCATIONAL BACKGROUND

Secondary: Makilas National High School

Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Buluan Elementary School
Prk. Aloe Vera, Buluan, Ipil, Zamboanga Sibugay
2016-2019
ACHIEVEMENTS
Elementary: Neat and Clean
Secondary: Perfect Attendance
ALVEN S. ORTIZUELA
Makilas, Ipil, Zamboanga sibugay
Cp num: 09700446734
Email address: ortizuelaalvin@gmail

PERSONAL BACKGROUND
Nickname: Vin
Age:16
Birthday: August 25, 2007
Birthplace: Ipil, Zamboanga Sibugay
Sex: Male
Nationality: Filipino
Religion: Catholic
Civil Status: Single
Father's Name: Vicente A. Ortizuela
Mother's Name: Anita [Link]

EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Makilas Elementary School
Bougainvilla, Ipil, Zamboanga Sibugay
2012-2019

ACHIEVEMENTS
Elementary: None
Secondary: Perfect Attendance Awardee
JERICO Q. PENARUBIA
Makilas, Ipil, Zamboanga Sibugay
Cp num: 09652298171
Email address: penarubiathan@[Link]

PERSONAL BACKGROUND
Nickname: Ikong
Age: 22
Birthday: February 6, 2002
Birthplace: Makilas, Ipil, Zamboanga Sibugay
Sex: Male
Nationality: Filipino
Religion: UCCP
Civil Status: Single
Father's Name: Rodrigo Q Peñarubia
Mother's Name: Edwina Q Peñarubia

EDUCATIONAL BACKGROUND
Secondary: Alternative Learning System
Primary: Makilas Elementary School

ACHIEVEMENTS
Elementary: Honor Student
Secondary: None
MELAGROSE D. LANIA
Purok Bato, Tiayon, Ipil, Zamboanga sibugay
Cp#: 09168226115
Email address: melagroselania@[Link]

PERSONAL BACKGROUND
Nickname: Melag
Age:16
Birthday: July 15, 2007
birthplace: Ipil, Zamboanga sibugay
Sex: Female
Nationality: Filipino
Religion: Filipinista
Status: Single
Father's Name: Antonio V. Lania
Mother's Name: Josephine D. Lania

EDUCATIONAL BACKGROUND
Secondary: Makilas National High school
Primary: Tiayon Elementary School

ACHIEVEMENTS
Elementary: Perfect attendance, Good Conduct Award
Secondary: None
VEA BOSMEON
Buluan, Ipil, Zamboanga Sibugay
Cp num: 09352372370
Email address: veabosmeon125@[Link]

PERSONAL BACKGROUND
Nickname: Biang
Age: 19
Birthday: January 21, 2005
birthplace: Ipil, Zamboanga Sibugay
Sex: Female
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father's Name: Juanito Bosmeon
Mother's Name: Flordiluna Bosmeon

EDUCATIONAL BACKGROUND
Secondary: Makilas National High School
Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Buluan Elementary School
Prk. Aloe Vera, Buluan, Ipil, Zamboanga Sibugay
2016-2019
ACHIEVEMENTS
Elementary: Conduct award
Secondary:None
ALTHEA JANE CAPILLANES
Buluan, Ipil, Zamboanga Sibugay
Cp num: 09368541847
Email address: capillanesalteajane07@[Link]

PERSONAL BACKGROUND
Nickname: Thea
Age:16
Birthday: July 1, 2007
Birthplace: Zamboanga City
Sex:Female
Nationality:Filipino
Religion: Roman Catholic
Civil status: Single
Father's name: Jhoniphe R. Capillanes
Mother's name: Alicia P. Capillanes

EDUCATIONAL BACKGROUND

Secondary: Makilas National High School

Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary: Buluan Elementary School
Prk. Aloe Vera, Buluan, Ipil, Zamboanga Sibugay
2016-2019
ACHIEVEMENTS
Elementary:None
Secondary: Perfect attendance awardee
RYAN T. AGUS
Makilas, Ipil, Zamboanga Sibugay
Cp num: 09386664727
Email address: agusryan504@[Link]

PERSONAL BACKGROUND
Nickname: Lalay
Age: 18
Birthday: September 28, 2005
Birthplace: Makilas, Ipil, Zamboanga Sibugay
Sex: Male
Nationality: Filipino
Religion: Roman Catholic
Civil Status:Singel
Father's Name: Edelberto Agus
Mother's Name: Nancy Tinedo

EDUCATIONAL BACKGROUND
Elementary: Makilas Elementary School
Secondary: Makilas National High School

ACHIEVEMENTS
Elementary: None
Secondary: Basketball Player
ROGIE BERNOS

PERSONAL BACKGROUND
nickname:
Age:
Birthday:
Birthplace:
Sex: Male
Nationality: Filipino
Religion:
Civil Status: Single
Father's Name:
Mother's Name:

EDUCATIONAL BACKGROUND

Secondary: Makilas National High School

Bougainvilla, Makilas, Ipil, Zamboanga Sibugay
2019-2024
Primary:

ACHIEVEMENTS
Elementary:
Secondary: